Impact of a graduate program on EFL teachers' identity
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Archivos
Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio explora el impacto de un programa de postgrado en profesores de inglés en ejercicio en cuanto a sus identidades profesionales y personales. El estudio se enfocó en dos preguntas de investigación relacionadas a los factores que motivaron a profesores de inglés como lengua extranjera a involucrarse en un estudio de postgrado y como el programa impacta en su identidad como profesores. Este estudio cualitativo tomó en consideración las reflexiones de los datos (narrativas personales y entrevistas semi-estructuradas) de 14 participantes enfocados en sus percepciones, motivaciones e impacto de este programa de postgrado.
Los resultados expusieron que factores que motivaron a los profesores a participar son relacionados a aumentar las habilidades profesionales, obtener mejor trabajo y salario, y desarrollar las habilidades investigativas. Por otro lado, el impacto del programa de postgrado tiene en la identidad de los profesores dos dimensiones: personal y profesional. El aspecto personal está relacionado a obtener más confianza y el aprendizaje entre colegas, y la dimensión profesional hace referencia a las competencias pedagógicas y metodológicas. El análisis de estos factores que contribuyen a entender que el desarrollo académico influye en las identidades de los profesores y las identidades profesionales de los profesores notablemente, siendo un estudio de postgrado un beneficio
sustancial para el crecimiento en los aspectos personales y académicos. Todo lo anterior, invita a reflexionar acerca del desarrollo profesional como un beneficio para los estudiantes y a la vez de las instituciones donde estos profesores en servicio se desempeñan.
This study explores the impact a graduate program has on in-service English teachers’ professional and personal identity. The research focused on two research questions related to the factors that motivated EFL teachers to engage in a postgraduate program and how the program impacted on their teacher identity. This qualitative study took into consideration the reflections of the data (personal narratives and semi-structured interviews) of 14 participants focusing on their perceptions, motivations, and impacts of this postgraduate program. Results showed that factors that motivated teachers to participate are linked to increasing professional skills, getting better jobs and salaries, and developing research skills. On the other hand, the impact that the graduate program has on teachers’ identity has two dimensions: personal and professional. The personal aspect is related to gaining confidence and peer learning, and the professional dimension refers to pedagogical and methodological competences. The Analysis of these factors contributed to understanding that academic development influences teachers’ identities and teachers’ professional identities remarkably, being a graduate study a substantial benefit for their growth in personal and academic aspects. All the previous invite to reflect on professional development as a benefit of the students and at the same time for the institutions where inservice English teachers work.
This study explores the impact a graduate program has on in-service English teachers’ professional and personal identity. The research focused on two research questions related to the factors that motivated EFL teachers to engage in a postgraduate program and how the program impacted on their teacher identity. This qualitative study took into consideration the reflections of the data (personal narratives and semi-structured interviews) of 14 participants focusing on their perceptions, motivations, and impacts of this postgraduate program. Results showed that factors that motivated teachers to participate are linked to increasing professional skills, getting better jobs and salaries, and developing research skills. On the other hand, the impact that the graduate program has on teachers’ identity has two dimensions: personal and professional. The personal aspect is related to gaining confidence and peer learning, and the professional dimension refers to pedagogical and methodological competences. The Analysis of these factors contributed to understanding that academic development influences teachers’ identities and teachers’ professional identities remarkably, being a graduate study a substantial benefit for their growth in personal and academic aspects. All the previous invite to reflect on professional development as a benefit of the students and at the same time for the institutions where inservice English teachers work.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Profesores de Inglés (Chile), Formación Profesional, Identidad Grupal (Investigaciones), Competencias Laborales